The study's purpose was to explore if there was a statistically significant difference in reading comprehension of non-Limited English Proficient students when reading eBooks compared to printed books. Second, it explored if there was a statistically significant difference in Limited English Proficient students. Third, it explored if there was a statistically significant difference between non-Limited English Proficient and Limited English Proficient students while reading in neither format. The research sample of the study drew from the population (N=8,100) of students at the middle school level within a district in south Texas who participated in the Accelerated Reader program during the 2016-17 academic year. All students are predominately Hispanic and have low Social Economic Status, and the Limited English Proficient student population is nearly double in percentage compared to the State. The study utilized a quantitative approach, using a causal-comparative research design with a retrospective orientation using archived data to test the three hypotheses. The Independent-Samples Kruskal-Wallis Test used the 95% confidence level (p < 0.05) as the criterion level for determining statistical significance. The results showed a statistically significant difference between categorical groups based on LEP status and book format combinations on student quiz scores; (H(3) = 10.439, p = 0.015 with a mean rank score of 539.71 for non-LEP pBook, 514.19 for non-LEP eBook, 469.76 for LEP pBook, and 487.34 for LEP eBook. The null hypothesis was not supported. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]